Teaching like the Sages in the Classroom and Online
A friend of mine teaching English in China once shared the insight, no doubt unoriginal, that Socrates serves as the paradigmatic educator in the West, whereas Confucius serves that role in the East. Having long studied and taught Socrates, I have finally studied and taught Confucius. I spent all of my upbringing and most of my young adulthood in the classroom as a student. I have spent the better part of my professional life in the classroom as an educator. I am ready to weigh the relative strengths and weaknesses of both models, as well as the counterfeits of each.
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Traditional American Higher Education Must Transform or Perish… But There is Hope
Some are sounding the death knells of traditional undergraduate education in the U.S. Nathan Harden of The American Interest writes: “If a faster, cheaper way of sharing information emerges, history shows us that it will quickly supplant what came before. People will not continue to pay tens of thousands of dollars for what technology allows them to get for free.” Harden further asserts that Massive Online Open Courses (MOOCs) will soon render traditional education “obsolete.” If they can provide education cheaper and more convenient, how couldn’t they?
Make no mistake. MOOCs represent an incredible opportunity. Higher education has become unsustainably expensive for the average middle class student. MOOCs will hopefully expand access to education and drive down costs. As Harvard President Drew Gilpin Faust points out, they are a grand experiment, with opportunities for professors to rethink how they approach education, including education in the classroom (see Maria Bartiromo’s interview with her on CNBC).
But Harden and likeminded harbingers of the end-of-education-as-we-know-it risk conflating education with information. Ironically, in his above-cited article, Harden himself presents the crux of the matter without integrating it into his argument: “Just as information is not the same as knowledge, and auto-access is not necessarily auto-didactics, so taking a bunch of random courses does not a coherent university education make.”
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